Bengkel Penyebaran KSSR Semakan B.Inggeris

Bengkel Penyebaran KSSR Semakan B.Inggeris

Tahun 1

Tarikh: 23 January 2017

Venue: Dewan Mesyuarat Utama PPDSB

Speaker: Pn Nurziatul Syima Bte Muad ( Fasilinus B.I)

Bengkel Pengurusan Ketua Panitia Bahasa Inggeris 2017

Bengkel Pengurusan Ketua Panitia Bahasa Inggeris 2017 Menengah & Rendah Daerah Sabak Bernam

Tarikh: 10 January 2017

Venue: Dewan Mesyuarat Utama PPDSB

Pelan Induk Pembangunan Profesionalisme Keguruan (PIPPK)

Pembangunan profesionalisme keguruan merupakan keperluan dalam usaha memantapkan keupayaan Pegawai Perkhidmatan Pendidikan (PPP) melaksanakan tugas dengan cekap dan berkesan dalam pelbagai peringkat kerjaya. 

Pelan Induk Pembangunan Profesionalisme Keguruan (PIPPK) yang dibangunkan merupakan dokumen bagi membantu PPP merancang pembangunan kerjaya dan pembangunan profesionalisme berterusan. PIPPK bersifat fleksibel untuk memenuhi keperluan kompetensi individu, keperluan organisasi dan standard semasa yang dilaksanakan secara sistematik dan bersepadu. 

PIPPK dapat memberi panduan bagi memotivasikan PPP untuk meningkatkan kompetensi diri mengikut kecenderungan dan keperluan demi mengekalkan prestasi kerja yang terbaik. Pelan ini merupakan strategi Kementerian Pendidikan Malaysia (KPM) bagi memastikan PPP terus kekal berkualiti sepanjang perkhidmatan. Menerusi pelan ini, profesion keguruan diharap dapat diperkasakan dan menjadikan kerjaya keguruan sebagai kerjaya yang profesional dan pilihan utama. 

PIPPK ialah dokumen rujukan utama dalam pelaksanaan pembangunan profesionalisme keguruan. Pelan Pembangunan Profesionalisme Berterusan [PPPB (Guru dan Pemimpin Sekolah)] yang diterbitkan oleh KPM pada tahun 2014 merupakan dokumen pengoperasian pelaksanaan pembangunan profesionalisme berterusan (PPB) yang mengandungi transformasi amalan dan strategi pelaksanaan PPB bagi guru dan pemimpin sekolah.

Buku PIPPK mengandungi lima bab iaitu: 

Bab 1: Profesionalisme K eguruan membincangkan kerjaya guru sebagai kerjaya profesional yang menitikberatkan penguasaan PPP daripada aspek pengetahuan, kemahiran, dan nilai profesionalisme. Dalam proses pembangunan kerjaya, PPP diberi sokongan untuk pembangunan diri dan berpeluang memilih laluan kerjaya berdasarkan prestasi dan kompetensi. Bab ini juga membentangkan Laluan Kerjaya Baharu untuk PPP yang merangkumi Pengajaran dan Pembelajaran (PdP), Kepimpinan dan Kepakaran Pendidikan.

10 Ciri Pembelajaran Kelas Abad ke 21

1. Berpusatkan pelajar
- pelajar berperanan penting, guru sebagai pembimbing
- meletakkan minat pelajar sebagai keutamaan


2. Penggunaan komputer
- alat penting untuk kelas abad ke 21
- sangat membantu dalam pdp


3. Pembelajaran aktif
- penglibatn yang lebih aktif sama ada dengan perbincangan bersama rakan, atau pun penggunaan komputer


4. Pembelajaran kendiri
- kelas masih boleh berfungsi dengan pelabagai aras pembelajaran


5. Persekitaran yang kondusif
- tidak terlalu sesak
- peralatan mengajar yang asas seperti papan putih interaktif dan lcd projektor


6. Pelajar faham dan mematuhi arahan
- pemebelajaran dirancang dengan teliti dan tersusun
- peraturan kelas, prosedur dan notis ditampal di ruang khas bagi memudahkan pelajar sentiasa berada dalam landasan yang betul


7. Saling hormat menghormati
- perlu hormat menghormati antara guru dan pelajar
- guru perlu menggalakan pelajar berucap dengan yakin dan menghargai pendapat mereka
- pelajar perlu belajar bekerjasama dan menghormati rakan sekelas


8. Pelajar bertanggungjawab terhadap pelajaran mereka
- sekiranya pelajar digalakkan untuk terlibat aktif dalam pembelajaran, maka mereka akan lebih bertanggungjawab dengan pembelajaran mereka


9. Penilaian berasaskan pencapaian
- guru sentiasa menjalankan penilaian dengan pelbagai kaedah tanpa terikat dengan sesuatu bentuk ujian sahaja


10. Pembelajaran kolaboratif
- pembelajaran secara berkolaborasi merupakan kaedah paling berkesan dalam pembelajaran


INFO LENGKAP : Pembelajaran Abad ke 21
Boleh rujuk Contoh Susun atur Kelas Abad ke 21 bagi maklumat lanjut

Kursus CEFR Material Adaptation 2017

KURSUS CEFR MATERIAL ADAPTATION ( SECOND ROUND)

PPD                   Sabak Bernam, Kuala Selangor, Klang

PARTICIPANTS

           26

Sabak Bernam : SR : 4 SM: 3 F6:1 (8)

Kuala Selangor :SR: 5 SM:3 F6:3 ( 11)

Klang :SR :9 SM:5 F6 :4 ( 18)

MASTER TRAINER

Mr.Verasanan, En.Haikal & Pn Halimatul 

VENUE

Kuala Selangor

===============================================

CiKGUHAiLMi: Peer Coaching bersama PPD Sabak Bernam, Selangor

CiKGUHAiLMi: Peer Coaching bersama PPD Sabak Bernam, Selangor: Pada 16 April yang lalu, saya telah menerima satu kunjungan daripada PPD Sabak Bernam seramai lebih kurang 22 orang. Rombongan ini terdiri d...

SABERS HIP SCHOOL 2017

NO	PRIMARY Schools	Code	Name of Principal
1	SK SG HJ DORANI	BBA6002	ZAINUL ABIDIN BIN                        ZAINON
2	SK SIMPANG LIMA	BBA6003	FATHOR RAHMAN BIN                  AHMAD HAIRI
3	SK PANCHANG PEDENA	BBA6004	ISHAK BIN MD NOOR
4	SK SG LIMAU	BBA6005	SITI AMINAH HAY BT                    ABDULLAH
5	SJKT LDG SABAK BERNAM	BBD6040	NAARAYANASREE A/L                  APPANAH@ RAMANAIDU
6	SJKT LADANG SUNGAI BERNAM	BBD6039	RAMESH KUMAR A/L                     RAMALOO
7	SK TUN DOKTOR ISMAIL	BBA6016	MOHD KHAMSANI BIN BAHRUN
8	SK SG LEMAN	BBA6028	WAN ISMAIL BIN WAN RAZAK
9	SK PASIR PANJANG	BBA6030	MOHD YUSUF BIN BASIR
10	SK SUNGAI NIBONG	BBA6031	KADER BIN SHAMSUDDIN
11	SK KHIR JOHARI	BBB6028	KHALID BIN ALI
12	SK SERI SEKINCHAN	BBB6030	FAEIZAH BT TALIB
13	SJK(C) LUM HUA	BBC6032	TAN KHEK HEE
14	SJK(C) SIN MIN	BBC6036	CHEW TEOW ENG
15	SJK(C) YOKE KUAN	BBC6038	LOW SAU KIN

HIP (Frequently Asked Questions)

HIGHLY IMMERSIVE PROGRAMME (HIP)

1.

What is the Highly Immersive Programme (HIP)?

The Highly Immersive Programme (HIP) is a programme introduced under the MBMMBI policy that will improve the English proficiency of students through increased exposure in schools. It is a reinforcement of the 1999 MOE circular on implementing English enrichment activities in and out of class.  It also aims to inculcate positive behaviours towards the learning and usage of the English Language.

2.   .

Is HIP a new programme?

No, it is not a new programme since it is a reinforcement of the 1999 MOE circular on implementing English enrichment activities in and out of class. 

What is different is the way we are implementing HIP.  The approach is to empower schools, by the schools and for the schools.  Schools will be provided with a toolkit so that they will be guided for a more purposeful planning of activities, based on their local context and capabilities.  The toolkit will contain examples of best practices from schools that have implemented English enrichment activities in and out of class successfully.

There will be a support mechanism to encourage schools to share, learn and encourage each other on the implementation of English enrichment activities.

3.  

Why do we need HIP?

While the 1999 circular already states that schools are required to implement English enrichment activities, the Ministry recognises that its implementation has been yielding varying levels of success across schools in the country. This is largely due to different levels of understanding and operational know-how.

As such, HIP is being introduced to put in place a mechanism of support, such as peer-to-peer learning, support by coaches, district and state officers, a toolkit that considers different levels of readiness and greater involvement from parents and community.

4.

What type of activities can the schools implement?

HIP toolkit contains a menu of activities that schools can adopt according to their levels of readiness.  These activities are categorised into In-Class, Out of Class and Extra Classes.  The list of activities are options for schools to choose from, in which schools can opt to choose to implement one or more, if they wish.

These activities are existing examples obtained from schools throughout the country, from both rural and urban schools.  Examples of these activities are Story Time, A Word A Day, Action Song, presentations in Weekly Assembly and using English during Teachers Day and school events .  

Schools are also encouraged to come up with their own creative activities that are not in the toolkit. If these activities prove to be effective, they may be considered for inclusion in future iterations of the toolkit as best practices. 

4. 

What will happen to the existing English enrichment activities that we are currently doing?

Any existing English enrichment activities can be continued and folded under the HIP programme.  Schools are encouraged to continue on implementing and improving their existing English enrichment activities if they have achieved success and yield good results.

However, under HIP, we would like schools to further strengthen the implementation of activities and look at introducing more and higher level activities to constantly increase the bar. 

8.  .

How does HIP fit in our education policy?

HIP is very much in alignment with the Student Aspirations of the Malaysian Education Blueprint (MEB) in which the MEB espouses students to be bilingually proficient to be globally competitive.

Shift 2 under the MEB ensures every child to be proficient in Bahasa Malaysia and English language, and also encourages every child to learn an additional third language. 

9.  .

Isn’t English language class enough to gain proficiency?

According to the MEB, “International research indicates that more exposure time than the current 15-20% is required for students to achieve operational proficiency”.  Therefore, HIP will increase exposure time to the language through its usage in out-of-class activities.  When students play, interact and have fun using English as a medium of communication and learning, they will develop an appreciation for the language and be comfortable to use it in their daily lives.

HIP will run alongside programmes for MBMMBI, to strengthen the proficiency in both languages.

1

How will HIP be implemented?

The approach is to empower schools, by the schools and for the schools.  Schools will be provided with a toolkit so that they will be guided for a more purposeful planning of activities, based on their local context and capabilities.  The toolkit will contain examples of best practices from schools that have implemented English enrichment activities in and out of class successfully.

There will be a support mechanism at district, state and national level to encourage schools to share, learn and encourage each other on the implementation of these activities. 

HIP is based on a whole school approach, where it involves the principals, teachers, students, parents and community.  Parents and community support and participation are very much encouraged in ensuring sustainability of the activities carried out in the school.

When will HIP be implemented?

HIP will be implemented in stages, commencing with the Pilot Phase in 2016 and will eventually roll-out to all schools by 2018.

How are the pilot states and schools selected?

Identification of the pilot states are based on objective selection criteria that were agreed upon by lab members:

v  Start with primary schools and select state within a geographical zone with the lowest 2014 UPSR results in English

·         For ease of logistics and physical scalability: implement the pilot by zones

·         Peninsular: North, South, Central and East

·         North: Perlis

·         Central: Perak

·         South: Negeri Sembilan

·         East: Pahang

·         Sabah and Sarawak

Implement by districts to pilot the Support, Monitoring and Peer Learning Model.  Districts selected to have a good diversity of schools e.g. types, rural and urban, low to medium performing

.

What does the school need to do?

Principals play a crucial role and they act as the “Anchor”, leading the school in creating an English environment, motivating teachers and students, and actively involving parents and the community.

Teachers should support the Principal in creating a bi-lingual rich environment by adopting effective teaching and learning, proactively implement activities that uses English, develop tools and aids, and organise school events.

All teachers, and not just the English teachers, are very much encouraged to use English in their out-of-class activities.  Teachers will also implement project-based learning and encourage their students to conduct research on the internet, in which the content will be in English.

In the toolkit, the roles for Principals and Teachers are explained as they are crucial for the success of HIP.

.

What are the roles of students and parents?

Students and parents need to be involved in and committed to HIP in order for it to be a success.

Students are at the core of the programme, and their roles are to take charge of personal development and learning and provide support to teachers in activities.  Student feedback is also important in ensuring continuous improvement of HIP in the school.

Parents and community play the role of “Supporters”. They may assist the school in many ways, such as providing expertise, lending help and assistance wherever and whenever needed and providing financial aids. Parental feedback on their children’s development is vital.

Is the HIP Implementation involving changes of school time table?

The HIP Implementation will not changes the school time table.The time table will run as usual where the english subject is teach in the class while the extra co curicullum will conducted after the school hours.

My school has very limited resources. Can I still implement HIP?

Yes, you absolutely can. The activities in the toolkit include parameters such as cost required for the activity, ease of implementation and special requirements of the particular activity.

Hence, schools can refer to these parameters and select activites that are most suited for their current level of readiness and resources.

Would the progress of the school be evaluated?

The toolkit is accompanied by an assessment tool that is designed for schools to continuously evaluate their progress and take on more complex activities as and when they are ready.

.

How is success measured? Are there KPIs for the school?

HIP is meant to increase the usage and exposure of the English language in school, especially out of class.  All activities are encouraged to be carried out in a fun, learning environment which builds the confidence level of the student to use the language more frequently.

Hence, success is measured based on positive behavioural changes in the school and the participation of the principals, teachers, students, parents and community.

There will be no academic KPI for the schools as HIP is not meant to encourage exams-based learning.

More.......Download

Surat Pekeliling Ikhtisas Kementerian pendidikan Malaysia Bil 4/2016
(Pelaksanaan HIP Bahasa Inggeris di semua Institusi Pendidikan di bawah  KPM mulai 2016)

HIP Paperwork 

Doa(Prayer) and National Philosophy(RUKUN NEGARA)

Text for MC School Assembly

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